2.4.1 monitor teaching practice to ensure improved learning and teaching. 2.4.2 evaluate student learning to provide evidence of progress in information literacy and reading. 2.4.3 measure library resources, facilities, programs and services against current policies, standards documents and benchmarks. 2.4.4 use evidence to inform programs services. Site 1 currently has no procedures in place to evidence student learning. A large portion of the overall school budget is spent on resources and technology that supports teaching and learning, therefore evidence should be collected to show the resulting improvement in student learning outcomes (Philips, n.d.). There is evidence at site 3 of an ongoing process of evaluating how the library space is being utilized, the number of support lessons provided, and loan statistics, but there is no evaluation that leads to evidence of student learning outcomes.
I would like to adapt an existing evaluation tool such as the one employed by the New York State Education Department (NYSED), to create a self-assessment rubric for the teacher librarians at site 1.
The NYSED rubric tool is aligned to New York State teaching standards and allows for the evaluation of:
Knowledge of Students and Student Learning
Knowledge of Content and Instructional Planning
Instructional Practice: teaching for learning
Learning Environment
Assessment for Student Learning
Collaboration and Professional Responsibilities
Professional Growth
I would modify this rubric using elements from the standards of professional excellence for teacher librarians defined by ASLA (2002) and the National Professional Standards for Teachers from The Australian Institute for Teaching and School Leadership (AITSL).
Excellent teacher librarians...
2.4.1 monitor teaching practice to ensure improved learning and teaching.
2.4.2 evaluate student learning to provide evidence of progress in information literacy and reading.
2.4.3 measure library resources, facilities, programs and services against current policies, standards documents and benchmarks.
2.4.4 use evidence to inform programs services.
Site 1 currently has no procedures in place to evidence student learning. A large portion of the overall school budget is spent on resources and technology that supports teaching and learning, therefore evidence should be collected to show the resulting improvement in student learning outcomes (Philips, n.d.). There is evidence at site 3 of an ongoing process of evaluating how the library space is being utilized, the number of support lessons provided, and loan statistics, but there is no evaluation that leads to evidence of student learning outcomes.
I would like to adapt an existing evaluation tool such as the one employed by the New York State Education Department (NYSED), to create a self-assessment rubric for the teacher librarians at site 1.
The NYSED rubric tool is aligned to New York State teaching standards and allows for the evaluation of:
I would modify this rubric using elements from the standards of professional excellence for teacher librarians defined by ASLA (2002) and the National Professional Standards for Teachers from The Australian Institute for Teaching and School Leadership (AITSL).